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Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet? War Responsibility: Emperor Hirohito War Criminal or Puppet? Ryan Borden and Nicholas Baker Virginia Tech Blacksburg, VA 1 Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet? Attachment A: Just Do It PowerPoint with Mock Trial Photograph Attachment B: Just Do It Activity with Readings Attachment C: Just Do It Activity Rubric Attachment D: Perspective Activities with Readings Attachment E: Blank Frame Attachment F: Completed Frame Attachment G: Perspective Activities Rubric Attachment H: Source Bix War Responsibility for Perspective Activities Attachment I: Source Gibney Attachment J: Source Material Hay Attachment K: Source Material Interview Bix Attachment L: Source Material Large Attachment M: Source Material Lawson Attachment N: Source Material Simkin Attachment O: Source Material Yagami Attachment P: Source Material ymarsakar Attachment Q: Mock Trial Directions Attachment R: Country/Judges Information for Mock Trial Attachment S: Information on China and USSR Attachment T: Information on US Attachment U: Information on Japan Attachment V: Mock Trial Rubric 2 Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet? Attachment W: Wrap Up Activity Attachment X: Wrap Up Activity Rubric 3 Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet? Title: War Responsibility: Emperor Hirohito War Criminal or Puppet? Lesson Author: Ryan Borden and Nicholas R. Baker Key Words: History, Occupation, Reconstruction, Tokyo War Trials, Emperor Hirohito, Gen. MacArthur, Herbert P. Bix, War Responsibilities Grade Level: 11 and 12 Time Allotted: 45 minutes Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? Our topic is of great importance because the decision to trial or not to trial Hirohito had major ramifications on post war Japanese citizens and the United States status in the Cold War. It also covers certain sections of the SOL will be covered later in the lesson plan. Background/Context: How does this lesson fit into a unit of study? Looking backwards, looking forwards This lesson will follow the end of World War II with the surrender of the Axis Powers with a focus on the Nuremberg trials. This will lead into a discussion on the Tokyo War Crimes Trials and the U.S. occupation of Japan. A post lesson would discuss the United States position during the Cold War. Key Concept(s) include definition: 1. Reconstruction: the rebuilding of a nation’s infrastructure (transportation, bridges, buildings, agriculture, utilities, institutions) 2. Occupation: The actions/state/ or period where one country’s military force is present in another country. 3. War Crimes: An action that is a carried by an individual during wartimes that violates international laws on war. 4. Tokyo War Crime Trials: Post war individuals in the Japanese government and military that were put on trial for war crimes committed during World War II. The United States military court system was responsible for carrying out the war crime trials. 5. Emperor Hirohito: Leader/God of the Japanese people. 6. General MacArthur: U.S. military general put in charge of overseeing the U.S. occupation of Japan. 4 Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet? NCSS Standard(s) SOL Information *As written in the Virginia SOL “Curriculum Framework” for the grade level NCSS Theme (s) with indicators: Theme IV Individual Development and Identity: (a) Personal identity is shaped by an individual’s culture, by groups, by institutional influences, and by lived experiences shared with people inside and outside the individual’s own culture throughout her or his development. Explanation: This can be analyzed through Emperor Hirohito’s own views and statements in relation to his power over his citizens and the role he took in Japanese aggressive acts towards countries during war time. We will be discussing the various plausible perspectives of Emperor Hirohito and the U.S. officials who decided his fate during the Tokyo War Crime Trials. (b) Questions related to identity and development, which are important in psychology, sociology, and anthropology, are central to the understanding of who we are. Explanation: We will be discussing the different perspectives of Emperor Hirohito and U.S. officials during U.S. occupation of Japan. SOL*: World History & Geography 1500 – Present Era VII: Era of Global Wars, 1914 to 1945 WHII.11 The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by c) examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan , and 5 Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet? identifying their major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo. WHII.12 The student will demonstrate knowledge of the worldwide impact of World War II by a) explaining economic and political causes, describing major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George C. Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito; c) explaining the terms of the peace, the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the creation of international cooperative organizations and the Universal Declaration of Human Rights (1948) Virginia & U.S Conflict: The World at War: 1939 to 1945 VUS.11 The student will demonstrate knowledge of World War II by a) analyzing the causes and events that led to American involvement in the war, including military assistance to the United Kingdom and the Japanese attack on Pearl Harbor; b) describing and locating the major battles and turning points of the war in North Africa, Europe, and the Pacific, including Midway, Stalingrad, the Normandy landing (D-Day), and Truman’s decision to use the atomic bomb to force the surrender of Japan; c) describing the role of all-minority military units, including the Tuskegee Airmen and Nisei regiments; d) examining the Geneva Convention and the treatment of prisoners of war during World War II; 6 Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet? e) analyzing the Holocaust (Hitler’s “final solution”), its impact on Jews and other groups, and the postwar trials of war criminals. The United States since World War II VUS.13 The student will demonstrate knowledge of United States foreign policy since World War II by a) describing outcomes of World War II, including political boundary changes, the formation of the United Nations, and the Marshall Plan; Essential Knowledge (minimum for SOL Resource Guide) WH11c: Japan during the Interwar Period — Hirohito and Hideki Tojo • Militarism • Industrialization of Japan, leading to drive for raw materials • Invasion of Korea, Manchuria, and the rest of China WH12a: Major events of the war (1939–1945) Japanese attack on Pearl Harbor Atomic bombs dropped on Hiroshima and Nagasaki Major Leaders of the War Hideki Tojo: Japanese general Hirohito: Emperor of Japan Douglas MacArthur: U.S. general WH12c Efforts for reconstruction of Japan • United States occupation of Japan under MacArthur’s administration 7 Essential Skills (minimum for SOL Resource Guide) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Formulate historical questions and defend findings, based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h) Identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet? • Democracy and economic how people and nations responded development to positive and negative incentives. • Elimination of Japan’s military (VUS.1i) offensive capabilities; guarantee of Japan’s security by the United States • Emergence of Japan as dominant economy in Asia VUS11a: The war in Asia During the 1930s, a militaristic Japan invaded and brutalized Manchuria and China as it sought military and economic domination over Asia. The United States refused to recognize Japanese conquests in Asia and imposed an embargo on exports of oil and steel to Japan. Tensions rose, but both countries negotiated to avoid war. While negotiating with the United States and without any warning, Japan carried out an air attack on the American naval base at Pearl Harbor, Hawaii, on December 7, 1941. The attack destroyed much of the American Pacific fleet and killed several thousand Americans. Roosevelt called it ―a date that will live in infamy‖ as he asked Congress to declare war on Japan. After Pearl Harbor, Hitler honored a pact with Japan and declared war on the United States. The debates over isolationism in the United States were over. World War II was now a true world war, and the United States was fully involved. 8 Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet? VUS11b: Following Pearl Harbor, Japan invaded the Philippines and Indonesia and planned to invade both Australia and Hawaii. Her leaders hoped that America would then accept Japanese predominance in Southeast Asia and the Pacific, rather than conduct a bloody and costly war to reverse Japanese gains. Use of the atomic bomb: Facing the prospect of horrendous American and Japanese casualties if American forces were to invade Japan itself, President Harry Truman ordered the use of atomic bombs on the Japanese cities of Hiroshima and Nagasaki to force the Japanese to surrender. Tens of thousands of people were killed in both cities. Shortly after the bombs were used, the Japanese leaders surrendered, avoiding the need for American forces to invade Japan VUS13a: The treatment of prisoners of war in the Pacific Theater often reflected the savagery of the fighting there. In the Bataan Death March, American POWs suffered brutal treatment by the Japanese after surrender of the Philippines. Japanese soldiers often committed suicide rather than surrender. The treatment of prisoners of war in Europe more closely followed the 9 Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet? ideas of the Geneva Convention. Guiding Question(s): MUST BE SHARED WITH STUDENTS AT BEGINNING OF EACH LESSON- Visible in lesson procedure and materials. The day’s big question: Is Emperor Hirohito responsible for the war crimes committed by the Japanese military forces during war time? (Sub-Question: Should Emperor Hirohito be considered a war criminal?) Lesson Objective(s): clearly emerges from big question and rationale and standards and will align with your assessment in Procedure and Process Obj. 1 Using a frame students will be able to identify and list two perspectives on Hirohito’s degree of responsibility for the war crimes carried out by the Japanese military during war times. Obj. 2 Students will be able to assume the roles of Emperor Hirohito “his defense” and the U.S. military court’s prosecution to carry out a mock trial to determine whether or not Emperor Hirohito is a war criminal. Obj. 3 How would the Japanese have reacted if Emperor Hirohito was placed on trial for war crimes and executed? Why would you think that the US government decided not to place Emperor Hirohito on trial? (Assessment): By the end of the lesson students will be able to infer how the Japanese people would have reacted if Emperor Hirohito had been tried and executed. Students will also be able to make inferences on the 10 Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet? rationale behind the US government’s decision to not place Emperor Hirohito on trial for war crimes. Assessment Tool(s) to be used- Everything above- goes to what you want them to know/understand do- So what assessments are you going to use to help you manage and monitor that they have got it-informal and formal—make one over-riding assessment connect to your closure. Assessment 1. Just Do It Activity: Visual discovery answering questions through written assessment. Understanding monitored through instructors proximity control. Assessment 2. The perspective on the degree of war responsibility: Frame assessment that the instructors will guide them through and will be checked for completion at the end of the activity. Assessment 3. Mock Trial of Emperor Hirohito: Assessment will be based on group participation through individual group discussion and a class discussion at the end. Assessment 4. Wrap Up: Have students complete a paragraph that illustrates their understanding of the two main perspectives regarding Emperor Hirohito’s degree of war responsibility. They will use their understanding to create, analyze, and process information into a written historical argument. 11 Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet? Materials: Historical Source(s): List here and include copies in materials section below Additional Materials/Resources: List here and include copies in materials section- textbooks etc page numbers, websites etc Related World War 2: Japan Images. Retrieved from http://www.google.com/imghp Bix, H. (2012). Interview by Harper Collins Publishers. Herbert p. Bix on hirohito and the making of modern japan., Retrieved from http://www.harpercollins.com/author/authorExtra.aspx?authorID=13941&isbn13=97800 60931308&displayType=bookinterview Bix, H. (2008). War responsibility and historical memory: Hirohito's apparition. The Asia-Pacific Journal: Japan Focus, (May), Retrieved from http://www.japanfocus.org/-herbert_p_bix/2741 Bowen, J., “Japanese War Crimes.” Retrieved from http://www.pacificwar.org.au/WarCrimeIntro.html Clancey, P., “IMTFE Judgment (English Translation).” Retrieved from http://www.ibiblio.org/hyperwar/PTO/IMTFE/index.html#index Gibney, F. (n.d.). Emperor hirohito. Retrieved from http://www.willamette.edu/~rloftus/hirohito.html Hays, J. (2009). Facts and details: Emperor hirohito. Retrieved from http://factsanddetails.com/japan.php?itemid=584 Large, S. (2000). 'emperor hirohito: From myth to history. Retrieved from http://www.willamette.edu/~rloftus/largelec.html 12 Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet? Lawson, R. (2010). Emperor hirohito, accepting the potsdam declaration, radio broadcast. Retrieved from https://www.mtholyoke.edu/acad/intrel/hirohito.htm New Jersey Hong Kong Network. “The Tokyo War Crimes Trials.” (1990) Retrieved from http://cnd.org/mirror/nanjing/NMTT.html Simkin, J. (1997-2013). Emperor hirohito: Primary sources. Retrieved from http://www.spartacus.schoolnet.co.uk/2WWhirohito.htm University of Virginia., “Biological Warfare.” Retrieved from http://lib.law.virginia.edu/imtfe/exhibit/biological-warfare Yagami, K. (2012). The role of emperor hirohito in the pacific war 1941 - 1945: The views of the revisionists. Virginia Review of Asian Studies, (Spring), 136-144. Retrieved from http://www.virginiareviewofasianstudies.com/archived-issues/2012-2/ ymarsakar. (2007, 07 08). MacArthur and hirohito: Destinies of men and nations. Retrieved from http://ymarsakar.wordpress.com/2007/08/07/macarthur-and-hirohito-destinies-ofmen-and-nations/ 13 Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet? Procedure/Process: 1) JUST DO IT! The “Hook”: A high-interest activity that introduces new content with connections to students’ prior knowledge. Between 1-5 minutes. You could also introduce the days guiding question- could help with assessment of student needs The Hook: The instructor reads aloud a short alternative reality where MacArthur tries Emperor Hirohito, he is convicted, executed, and the Japanese people break into anarchy. 2) Instructional sequence: Processing Activity and Procedure – Obj # See above. include directions, question frames, assignment details, to be given to students (these should all be made into explicit materials (e.g. see material A) Do you have opportunities for direct/guided instruction and independent practice/engagement when appropriate and time estimates Check for Evidence of Understanding -Either Formal or Informal e.g. assessments- question frames, quiz, choice activities, discussion with frame and your THAT’s A WRAP. (Checks Essential Knowledge and Skills should be in line with assessment tools above) Instructor starts PowerPoint slideshow with WWII related images. (See Attachment A) Instructor reads the short alternative Instructors will monitor reality story to trigger interest and students and provide Just do it. motivation amongst students. (See guidance if necessary. (See Attachment B) Instructor hands out “Just Attachment C) do it” activity questions and gives students appropriate time to answer them individually. (See Attachment B) Instructor(s) will introduce the topic of the day as well as the big questions Transition: and the learning objectives. Instructor will walk around To ensure students will achieve or the room and make sure all grasp objective one instructors will frames are completed. facilitate the two perspectives (See Attachment G) Objective #1 14 activity where students will use a provided frame to record the information pertaining to the two perspectives which they will use in a think pair share discussion activity. (See Attachments D, E, and F.) Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet? Instructor(s) should bring up the frames from the first activity will be Transition: useful in the upcoming activity. Instructor (s) will then introduce mock trial activity. Objective #2 To ensure students will achieve or grasp objective two instructors will facilitate the mock trial activity assigning groups and handing out needed source materials. (See Attachment Q, R, S, T, and U) Instructors will guide and observe students and facilitate the trial process along with facilitating class discussion at the end. (See Attachment V) 3) Closure- THAT’S A WRAP that goes to opening question- and also in part to assessment tools –at least one key assessment tool. (Do you need a rubric) (Covers Objectives #3 and 4): Instructors will collect one paragraph personal responses from students regarding their view on whether Emperor Hirohito should be tried as a war criminal. (See Attachment W and X) Modifications/Accommodations for Diverse Learners: Include reference and acknowledgement of IEP plans for specific students- that is easy. Additionally, highlight how you have designed materials/sequences that pay attention to preassessment evidence to address readiness, interest, and learning preference needs, including attention to student groupings, use of time and materials, variance in whole class and small group instruction, varied task complexity. Can you delineate key instructional strategies and scaffolds that are effective for responding to student needs? Do you provide rubrics to explain what good work looks like? Do you provide room for direct instruction/guided instruction (including read alouds and think alouds), independent practice. (Use Cruz and Thornton, and Tomlinson and McTighe). Differential Instruction by taking into account the learning process, learning modalities, critical literacy levels, and critical thinking abilities. Multiple types of activities adhering to different learning modalities (Visual, Body Kinsthetic, Auditory, and Written). Instructors will provide scaffolding through the use of frames. Instructors will model the last activity via visualization of the diagrams. Instructors will promote critical thinking skills when carrying out a mock trial. Instructors will promote critical literacy skills in providing frames to students. 15 Running Head: War Responsibility: Emperor Hirohito War Criminal or Puppet? Materials (one resource per page- so it becomes a teacher or student handout, or overhead directions or ppt presentation. Include photocopies if need be. Can you provide elements of choices in materials or enrichment or support/anchor materials for different students?. 16